New curriculum promotes complex problem solving, but requires experiential learning
What does it take to lead in a dynamic, global society? Muhlenberg faculty are doing this by adopting a new academic curriculum that requires more hands-on learning and complex problem-solving across disciplines. answers questions.
Posted by: Megan Kita Thursday, January 11, 2024 11:00 am
You-Shin Chen, assistant professor in the Department of Landscape Design, speaks with students during summer instruction. Photo courtesy of Lizard Foley '24
Muhlenberg students have always studied abroad, completed internships, and conducted research and community-aligned scholarships, but starting with this fall's entering class, these experiential learning opportunities will be part of the core curriculum. It will be a part.
That's because evidence supports the relationship between experiential learning and improved learning outcomes, GPAs, retention rates, and graduation rates. Evidence also shows that employers are looking for graduates with this type of experience. Hands-on learning is just part of the requirements, says Laura Farge, president of the school. The remaining portion is a written reflection, which is required throughout the experience.
“We are dealing with a new generation of learners in a global economy. We are emerging from the emergency phase of a global pandemic and changing our expectations for learning: how we learn and what we learn. has changed.”
“One of the important things that liberal arts colleges can offer, and one of the things we're doing very intentionally now, is taking the time to think about what we're learning and why we're learning it. That time and reflection is what makes you grow,” Fage says. It's like when a sports team gets together after a competition to discuss what went well and what didn't. They might be. ”
In addition to expanding the role of experiential learning, the new curriculum is unique in that it eliminates discipline-based core requirements and introduces a content-area-focused core. Previously, students were required to take a certain number of humanities courses, a certain number of her STEM courses, etc. This fall, each core content area (Humans, History, Social Structure, and Meaning and Values, to name two) will be filled with courses that span multiple disciplines.
“Complex problem solving, or real-world problem solving, involves thinking about a problem from multiple perspectives, using the languages of multiple disciplines,” Farge says. “We want our graduates to be thinking artists, ethical accountants, scientists who understand the moral issues in the work they do, health care providers who understand the diversity of human experience, and how teams innovate.” We want them to become business professionals who understand how things can happen. Their thinking is not siloed. We think this curriculum will help them achieve that.”
During their first few years at Muhlenberg, students begin research in their chosen field, exploring a wide range of core content areas and learning to think beyond academic disciplines. As students progress, they apply their knowledge in increasingly intensive ways, completing integrative and experiential learning, intensive writing and capstone requirements.
“Students’ feedback about what they have experienced and what they hope to use in their future activities. [the curricular changes]”
Two of the core content areas, “Race and Power in the American Experience” and “Global Perspectives,” allow students to meaningfully engage with local and global social justice differences and issues. Specially designed and built in. The curriculum also includes optional microcredentials. This combines three of his courses and builds lasting liberal arts skills. Farge said microcredentials are still in development, but could include areas such as modern languages, digital tools, information literacy, data analytics, and medical humanities.
This significantly revised curriculum brings to the fore existing areas of strength that have earned the university a spot on ranking lists (such as the Wall Street Journal and Washington Monthly) that prioritize return on investment and results. . It also reflects a world that has changed significantly and the needs of students who have experienced this upheaval. The university conducted focus groups with students to provide “feedback about what they've experienced and what they hope will help drive curriculum changes,” Farge said.
“We are responding to a new generation of learners in a global economy,” she added. “As we emerge from the emergency phase of the global pandemic, our expectations of learning have changed – how we learn and what we learn. We also enter the age of artificial intelligence. In the face of increasing social and political polarization and attacks on democracy, we need to ensure that graduates are adequately prepared to innovate in effective ways and enter careers in leadership. I would like you to do so.”
